"Ready, Read!"

A new solution to the problem of failing public schools is emerging: takeover by outside authorities, who prescribe a standardized field-tested curriculum. This runs counter to our long-standing tradition of autonomy for local schools and teachers, but it works
More

(The online version of this article appears in three parts. Click here to go to part two. Click here to go to part three.)



Reading instruction

MOST discussion of public education in the United States begins with the premise that big, government-run school systems no longer work. The way to provide a good education to all children, especially poor children, is to turn over control of public schools to smaller, more local, and possibly private operators -- to decentralize authority. At the center of the debate is a contest between two ideas: vouchers and charter schools. Vouchers are checks from the government that are issued to parents and earmarked for education; they are redeemable at both private and public schools. Charter schools are new public schools operated by independent groups. "We must ... bring more choice and competition into public education," President Bill Clinton said last year, in calling for the establishment of 3,000 charter schools. Both ideas address the problems in public education by walking away from them.
The rhetoric of failure is simply wrong. There are 87,000 public schools in this country, with 45 million students -- a sixth of the U.S. population. Enrollment is increasing rapidly. The best measure of public schools' performance, the National Assessment of Educational Progress, has shown modest but steady overall gains since it was first administered, in 1970. One has to belong to the small but disproportionately influential subculture that interacts only with private education to believe that public education -- rather than specific public schools -- has failed. The total enrollment in private, nonsectarian schools where the annual tuition is more than $5,000 is about 400,000 -- less than one percent of public school enrollment. Catholic-school enrollment is 2.5 million. Public education is by far the largest and most important function performed by government in this country. In no way is it in systemic crisis.

In the public schools that can fairly be described as having failed, most of which are in poor urban neighborhoods, what is actually taking place is a great and largely unremarked centralization of authority. The trend is diffuse, and its precise dimensions are difficult to limn. In at least a thousand American public schools, it is safe to say, outside control has replaced local autonomy during the 1990s. This has affected many more schools and students than has the devolution of authority through voucher programs or charter schools.

During the 1980s many states began imposing measurements of performance on their public schools, usually in the form of obligatory standardized tests in reading and math. (Bill Clinton first gained national attention by doing this in Arkansas.) In this decade, when individual schools or entire districts have persistently turned in poor scores on these tests, outside authorities have often moved in. The school systems of Chicago, Hartford, Cleveland, Baltimore, Washington, D.C., and three cities in New Jersey, among other places, are no longer under the control of the municipal school superintendent. The Pennsylvania legislature is threatening to take over Philadelphia's system. In other cities, such as San Francisco and San Antonio, the school superintendent has imposed "reconstitution" on the worst-performing schools, meaning that the entire staff has been required to reapply for employment and the school has been "redesigned."

In many of these cases, after the change in authority the schools have adopted one of about a dozen national school designs that cover such areas as governance, relations with parents and the neighborhood, teaching techniques, and, especially, curriculum. Many schools that have not been taken over or reconstituted (for example, dozens of schools in Memphis and Miami) are also using these "whole school" designs. Of the three most popular -- Success for All, Accelerated Schools, and the School Development Program, all designed by university professors -- the first two have each been adopted by more than a thousand schools across the country, and the third by 700.

The outline emerges of a future in which schools that aren't doing their job will lose their independence and will have to adopt a standard mode of operation that has demonstrated good results. This is not what most people think of as the direction in which public education is moving. Even Clinton's constant calls for national education standards mean the setting of goals for what all students should know, not dictating the day-to-day operations of schools. If failure in the public schools is resulting not in decentralization but in the imposition of a template, then we should know it -- and think about whether this is a good idea.

American public schools have never been as local as politicians claim to want them to be. In a country as big as ours it would be impractical to leave education entirely in the hands of 14,800 school boards that operate independently. So we have a strange hybrid: a system rhetorically committed to decentralization but in fact centralized in a patchwork, undeliberate way. We have national standardized tests, national teachers' unions, national textbook publishers, and national laws, regulations, and funding programs for schools. No school is free of their influence. But they influence most schools in a haphazard fashion.

Jump to comments
Presented by

Nicholas Lemann

"The Atlantic has a national constituency of readers who are interested in high-quality writing about what's going on in the country and in the world," says Nicholas Lemann, "not just in politics and economics but also in their own personal lives. The Atlantic is a single source they can really trust to give them what they want."

Over the years, Lemann has written cover articles on the underclass, the War on Poverty, and the history of standardized testing in the United States. The articles on the underclass were "field tests," he says, for his best-selling book The Promised Land (1991), which received virtually unanimous acclaim from a spectrum of sources. The book established him as a sought-after commentator on race relations and other fundamental aspects of American society. "Thanks to Lemann, white America will never be able to think about the ghetto poor in quite the same way again," Esquire observed.

Lemann joined The Atlantic Monthly as national correspondent in 1983. His first cover article, "In the Forties" (January, 1983), introduced a striking portfolio of photographs that, Lemann wrote, "have the power to suggest the finality with which the life of the nation changed in a generation."

Lemann has also written numerous pieces in The Atlantic Monthly on subjects spanning national and local politics, education, television, and biography. He has contributed numerous book reviews and, in the Travel section, has guided readers through the past history and present beauty of the Catskill Mountains.

Lemann was born and raised in New Orleans. He attended Harvard, graduating in 1976 with a degree in American history and literature. Before joining the staff of The Atlantic Monthly, he worked at The Washington Monthly, Texas Monthly, and The Washington Post.

Get Today's Top Stories in Your Inbox (preview)

A Technicolor Time-Lapse of Alaska's Northern Lights

The beauty of aurora borealis, as seen from America's last frontier


Join the Discussion

After you comment, click Post. If you’re not already logged in you will be asked to log in or register. blog comments powered by Disqus

Video

What Do You Wish You Learned in College?

Ivy League academics reveal their undergrad regrets

Video

Famous Movies, Reimagined

From Apocalypse Now to The Lord of the Rings, this clever video puts a new spin on Hollywood's greatest hits.

Video

What Is a City?

Cities are like nothing else on Earth.

Video

CrossFit Versus Yoga: Choose a Side

How a workout becomes a social identity

Video

In Online Dating, Everyone's a Little Bit Racist

The co-founder of OKCupid shares findings from his analysis of millions of users' data.

Writers

Up
Down
More back issues, Sept 1995 to present.

Just In